<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412021000100011</article-id>
<article-id pub-id-type="doi">10.24320/redie.2021.23.e11.3455</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Creencias y prácticas parentales en torno al desarrollo de la alfabetización emergente]]></article-title>
<article-title xml:lang="en"><![CDATA[Parental Beliefs and Practices Surrounding the Development of Emergent Literacy]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz]]></surname>
<given-names><![CDATA[Carla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frez-Aróstica]]></surname>
<given-names><![CDATA[Nicole]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Maule  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412021000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412021000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412021000100011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio describe las creencias y prácticas familiares en torno a la literacidad inicial en hogares de contextos vulnerables. Participaron 79 familias de niños entre 1.5 y 5 años de edad de seis establecimientos en dos regiones del sur de Chile. Los participantes respondieron un cuestionario destinado a explorar las creencias y prácticas familiares relacionadas con la alfabetización emergente. Los resultados evidencian una alta exposición a la televisión en el tiempo libre, así como la utilización del lenguaje como regulador de la conducta. Respecto a sus prácticas vinculadas a la lectura, la mayoría de los encuestados declara enseñar explícita y sistemáticamente las letras a sus hijos, en cambio, la mayoría afirma no leer por gusto. Los resultados apoyan la idea de trabajar en red con las familias y desarrollar prácticas parentales que favorezcan la literacidad infantil en el hogar de forma temprana.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study describes family beliefs and practices surrounding early literacy in households from disadvantaged backgrounds and involved 79 families of children aged between 1.5 and 5 years of age from six educational facilities in two regions in southern Chile. Participants answered a questionnaire that aimed to explore family beliefs and practices relating to emergent literacy. The results show high exposure to television during free time and the use of language to regulate behavior. As far as reading practices are concerned, most of those surveyed reported explicitly and systematically teaching their children letters, but most state that they do not read for pleasure. The results support the idea of working in networks with families and developing parental practices that promote early childhood literacy in the home.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[desarrollo infantil]]></kwd>
<kwd lng="es"><![CDATA[literacidad]]></kwd>
<kwd lng="es"><![CDATA[hábitos lectores]]></kwd>
<kwd lng="es"><![CDATA[literacidad familiar]]></kwd>
<kwd lng="es"><![CDATA[creencias]]></kwd>
<kwd lng="en"><![CDATA[child development]]></kwd>
<kwd lng="en"><![CDATA[literacy]]></kwd>
<kwd lng="en"><![CDATA[reading habits]]></kwd>
<kwd lng="en"><![CDATA[family literacy]]></kwd>
<kwd lng="en"><![CDATA[beliefs]]></kwd>
</kwd-group>
</article-meta>
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